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Our main text is the notes the students take. We focus on the vocabulary included in the notes. We include lots of pictures and putting ideas into their own words.  Students draw pictures of concepts (wavelength, frequency, etc.).  We also translate words from science words (reflection) in to plain English (bouncing back) and then back in to science (reflection).

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In math, since the text requires a great deal of reading.  I require the students to break the word problem into parts. They underline the question and the important vocabulary.  

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In math, since the text requires a great deal of reading.  I require the students to break the word problem into parts. They underline the question and the important vocabulary.  

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This is something that I can easily incorporate back into my class.

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In 6th grade science most of our text is online, so I'd like to find ways to annotate text online where students can keep those notes in their science notebooks.

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In Science vocabulary  is huge. It is good if we can find ways for students to make relevant and personal connections to texts and terms. I would love a program where the students can highlight on their laptop screen and even save their results.

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I love Cornell Notes, but my favorite is allowing students to write on their texts. Obviously the text must be photocopied and with wide margins. I often give students a symbols list so they can mark information that is KEY to the main idea, or surprises them with new information, or flummoxes them with an unknown word. Annotation slows us down, but it enriches our comprehension.

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I like the idea of leaving large margins so that students have space on both sides of the text to write. On the left, students write facts and info from the text. On the right, students make connections to the text.

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We will make connections with annotation during disciplinary literacy lessons and gizmos which are online lab simulations. I like the idea of writing on the margins. Vocabulary is very important. Science is almost like a foreign language.

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In Social studies we focus on making connections to other topics and subjects, often vocabulary can be a challlenge. 

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In Social studies we focus on making connections to other topics and subjects, often vocabulary can be a challlenge. 

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There is a lot more reading in math than iin previous years. We annotate text on a regular basis during class. For instance, students annotate long word problems to determine necessary information prior to solving the problem.

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In ELA, we annotate often. The most helpful thing is to have one side of the text for notes and evidence and the other side for comments. thoughts, and connections.

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In social studies, we focus on making connections to earlier social studies content and other content areas

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In math we model to the students how to break down large sections of reading into smaller tasks to make them more attainable. We underline important pieces and circle vocabulary we don't remember, then write the definition in the margin.

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While annotating the text in Social Studies we stress connections to content that they have previously learned, other content areas, and their lives.

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I have groups of students working together to read a specific section of a reading. Those students are responsible for pulling out the important aspects of the text and share with other.

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I have a list of things for them to look for and a code to mark. Example: a poem and a list of figurative language devices such as metaphor, rhyme, etc.

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Visual Art students write through drawing! Such a creative and expressive way to project their opinions and feelings:)

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When I have students observing their peers move or perform a specific movement I have them use cue words to describe the motion that is being observed.

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In BCA classes, my students have to follow instructions and create the document. I model the skill and then we go through the instructions so they understand what they are going to do in each exercise.

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In foreign language learning annotating is extremely important because it helps them break down the most important information and help them build their confidence. If students read a story in my class, I have them draw different scenes to help them visualize what is going on and encourages them to focus on the most important information rather than looking at the entire (seemingly overwhelming) text.

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In Chorus, students scan a score for symbols (how about that alliteration) like dynamic markings and repeat signs. They also mark reminders for performance (breath marks, pronunciation, watch conductor for tempo changes).

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Dancers find meaning in movement through choreography

In health, we annotate text and use the key words/concepts for creative dance activities.

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I have my students scan through music and circle, underline, and make notes about musical concepts that we have studied. At the end of their annotations, we have a "text-walk" of the music and discuss their findings as a class.